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An 8-year-old boy from Brusque surprises by being accepted into Mensa after achieving an IQ of 133, revealing a trajectory marked by early signs of intelligence, socialization challenges and initial doubts about his behavior.
At 8, André Pianizzer Michei, Brusque (SC), was accepted into the Canteen, an international organization that brings together people at the top of intelligence tests.
The entry occurred after the menino catch up IQ 133 in standardized assessment, score classified as much higher.
The story gained regional attention in 2025 and drew attention due to the combination of early abilities and behavioral signs that initially confused the family.
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Early abilities caught attention
The first evidence of accelerated development appeared in the nursery.
Family records indicate that André I was spelling words around 1 and a half years old and demonstrated unusual curiosity for his age group.
Shortly after, already in early childhood education, new milestones emerged: at the age of 4, he learned to play the piano on his own, without regular classes, reproducing melodies with autonomy and precision.
When talent and doubts mix
Although the progress was visible, the routine was not always simple.
According to the parents, Carine and Charles Michei, socialization at daycare brought challenges.
At different times, the family sought explanations for the behavior of perfectionism and rigidity and even considered the hypothesis of obsessive-compulsive disorder (OCD).
A superstition was not among the first assumptions, which delayed the reading of the picture as belonging to the spectrum of high abilities.
The path to Mensa
The turnaround came with the guidance of professionals and the implementation of a intelligence test recognized.
The result of 133 points — much higher than expected for the population average — was the basis for the admission process at Mensa, which requires performance equivalent to 98th percentile or higher on approved psychometric instruments.
With documentation sent and validated, André became part of the high society IQ, step that helps organize support for your cognitive and social needs.
Adjustments to the family routine
Confirmation of the high ability profile reoriented the routine at home.
As reported by those responsible, there began to be a more conscious balance between stimuli compatible with the boy's repertoire e care to avoid overload.
In addition to the piano, the family seeks to offer calibrated intellectual challenges, without losing sight of the socio-emotional aspect, often impacted by traits such as the incessant search for accuracy and the difficulty in dealing with frustration.
School and academic development
The reports that made the case public do not detail specific curricular changes or formal accelerations at school.
Still, the discourse of those responsible points to a continuous adjustment: tasks that require reasoning and creativity, planned intervals and mediation in interactions with colleagues.
In such contexts, experts often recommend multidisciplinary support to align academic demands and well-being, especially when there are signs of inflexibility or hyperfocus.
Repercussion in the Itajaí Valley
The episode was reported by media outlets in the Itajaí Valley throughout 2025.
In addition to reporting the student's score and residence, these publications contextualize the theme of high abilities in Santa Catarina and cite other recent entries of children into Mensa in the region.
The interest of the local public is explained by the search for objective signs that can guide families and educators on when to seek specialized evaluation and how to design pedagogical responses proportional to each student’s profile.
Signs that motivated the evaluation
In André's case, the most explicit milestones were the early literacy and self-taught mastery of a musical instrument, both at a much lower age than average.
Added to this were behaviors frequently described in high ability profiles, such as extreme attention to detail, perseverance in tasks of interest e limited error tolerance.
Without proper context, these signs can be confused with different clinical conditions.
A combination of atypical performance and difficulties in social adaptation ended up taking the family to a technical evaluation, a decisive step towards entering society.
Importance of diagnosis
A formal evaluation fulfilled two functions: prove cognitive performance necessary for Mensa and clarify the reading of behaviors that worried parents.
From the confirmation, it became possible plan interventions evidence-based, both at home and at school, and differentiate personality traits from signs of distress that would require specific clinical monitoring.
Without this step, the family could maintain inconclusive hypotheses, with the risk of stigmatization or underutilization of the student's potential.
Impact for educators and community
Reported cases with verifiable data — age, city of residence, test score, and milestones outside the age range — work as reference material for educators and managers.
In addition to contributing to identify early similar profiles, help to disseminate welcoming practices and discuss pedagogical adaptations compatible with the pace of learning.
Attention to factuality avoids creating undue expectations about future results and maintains focus on careful observation of the present.
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